Blended Learning Lesson Plan

Lesson Title: As Easy as 1, 2, 3: Number Sense

Grade Level: Grade 2

Objectives: Number Sense

 Students will be able to understand place value and identify varying place values in
numbers from 1-999.
 Students will be able to apply their ability to identify place values to comprehend and
execute adding and subtracting numbers together.
 Students will be able to have a basic understanding of number sense so that they can
understand number’s relationships to one another, specifically using base 10, and explain
these relations both verbally and in writing.

State Standards: Number Sense and Base 10

2.NSBT.1 Understand place value through 999 by demonstrating that:

a. 100 can be thought of as a bundle (group) of 10 tens called a “hundred”;

b. the hundreds digit in a three-digit number represents the number of hundreds, the tens
digit represents the number of tens, and the ones digit represents the number of ones;

c. three-digit numbers can be decomposed in multiple ways (e.g., 524 can be decomposed
as 5 hundreds, 2 tens and 4 ones or 4 hundreds, 12 tens, and 4 ones, etc.).

2.NSBT.2 Count by tens and hundreds to 1,000 starting with any number.

2.NSBT.4 Compare two numbers with up to three digits using words and symbols (i.e., >, =, or
<).

2.NSBT.5 Add and subtract fluently through 99 using knowledge of place value and properties
of operations.

2.NSBT.6 Add up to four two-digit numbers using strategies based on knowledge of place value
and properties of operations.
2.NSBT.8 Determine the number that is 10 or 100 more or less than a given number through
1,000 and explain the reasoning verbally and in writing

Context:

I am teaching this lesson because it is a vital part in furthering a student’s math and school
career. Number sense is something that will be necessary for the remainder of their schooling
and in life in general. This is one of the first steppingstones needed for them to grasp the concept
of what number sense is and how to apply it in math equations. Prior to this lesson, students
would have already learned a basic understanding of number sense on a smaller scale, such as
understanding and comparing numbers in the “one’s place” (1-9) and numbers in the “tens place”
(10-99). Students are also learning the concept of the hundredths place in this lesson. In addition
to that, this lesson will give students a clear understanding of how adding 10 affects numbers
(such as how 3+10=13+20=23) and how it only changes the first digit in a number and not the
second, third, fourth, and so on and so forth. Finally, students will be able to identify that a
number is larger depending on how many digits/place values it has. They will learn to compare
these numbers and explain if one number is smaller, larger, or equal to another, both verbally and
in writing. In a larger unit following this lesson, students will continue to apply number sense in
larger numbers going into the thousands and millions. This lesson is preparing them to
understand the larger scale numbers and the concept of thousands and millions because once they
learn to apply the way that tens and hundreds add up and affect other numbers, it will come
naturally as they learn to apply it to larger numbers. When first being introduced to large
numbers, it can be intimidating, so my hope is that they feel confident in their abilities after this
lesson and feel more comfortable learning how to apply the same concept to new numbers,
regardless of how large they are in comparison to others.

Data:

Prior to beginning a new lesson or unit, students will be given an exit ticket the previous day that
will ask them a series of comprehension questions about the material they will be learning in the
upcoming lesson. Depending on their responses to these questions and the amount that they got
correct, they will be grouped into 3 different groups. The groups will be those who have a high
level of understanding already, those who have a moderate amount of understanding, and those
who have a low understanding. This is how the students will be grouped for the lesson so that
students who have a higher understanding can be challenged more and I can work more with
those who have a lower understanding. In addition to that, this will make the collaboration
process smoother. However, I would also like to have an additional collaborative portion where
these groups are intertwined and mixed together so that the students can learn to support one
another and work as a team.

Materials: List all materials used (i.e. websites, apps, pencils, iPads, computers, worksheets,
diagrams, textbooks, etc.)

 SmartBoard
 Websites (SplashLearn and Kahoot)
 iPads
 Worksheet and pencils
 SplashLearn place value math game for 2nd graders

Procedures:

Introduction (20 minutes):

I will begin this lesson by writing a number on the board that has only two place values. I will
ask students if they can identify the two, what they are called, and what the number is. Then, I
will add a “1” to the front of the number to change it to be in the hundreds. I will then ask
students if they can identify the number now. I will use this to segway into explaining that we
will learn about the difference in place values and using base 10 to change numbers. I will then
pull up the Place Value SmartBoard Lesson and will walk through this lesson on the SmartBoard
with them. After going over this presentation, I will place students into their groups for the day
and will give them a worksheet that includes questions about identifying place values, breaking
numbers down into their individual place values, and comparing numbers using symbols such as
>, =, and <. Students will have 5 minutes to complete this work sheet on their own, and then will
have an additional 5 minutes to collaborate with their group and respond to the questions.

Teacher Directed (20 minutes):

For the teacher direction section of this lesson, I will begin by asking students if their groups
need any clarification on what they have learned so far or anything they did not understand about
the work sheet they completed. After answering any additional questions, we will go over the
worksheet as a whole and have time to touch on anything students may still be confused about.
Following that, each group will take turns answering questions by holding up a sign that states a
place value (ones, tens, and hundreds). Every team will answer 5 questions about this subject.
After that, groups will be given signs with the following symbols: <, =, >. We will do a similar
exercise where groups will need to hold up what they believe is the correct answer as I write two
numbers on the board for them to compare. In addition to holding up the correct sign, groups will
need to verbalize why this is the correct answer to ensure that they have a full understanding of
it. Every team will answer 3 questions about this subject.

Collaborative (10 minutes):

Now that students should have a basic understanding of the material, they will begin the
collaborative portion of the lesson where they will be asked to relate what they have learned in a
real-world setting. They will complete this worksheet that asks them to “go shopping with place
value”. They will work together in their designated groups to complete this work sheet as I will
check in on each group assisting when necessary. This worksheet will assist students in
converting what they have already learned into applying these lessons into normal everyday
interactions.

Independent Digital (15 minutes):

Each student will be given an iPad and directed to a website called SplashLearn. The link
embedded in the website title will pull up place value math games for 2nd graders. They will be
able to choose from the first 4 games found at the top of the page and select one of them to
practice their skills for 15 minutes. If students have a question about one of the problems found
on their game, I will come over to them and assist them. However, the goal is that these students
will take what they have already learned throughout this lesson and previous lessons and use
problem solving skills to figure out the problems presented to them on their own.

Closure (10 minutes):

After they have had their independent digital time, students will use the iPads they already had to
join a Kahoot game. Now that everyone has had a sufficient amount of practice, I will mix their
groups up. By mixing the groups together, students will learn how to be better at collaboration
and assisting one another. They will work as a group to answer the Kahoot questions and the
winning team will win a prize such as “brownie points” for the class. Other teams will be
rewarded as well on a smaller scale to avoid any issues. Students will be given their exit slip
asking them to reflect on what they have learned today as well as questions to see where they
stand for the upcoming lesson.

Rationale:

SmartBoard Lesson Plan:

This piece of multimedia is a premade interactive lesson that can be used to easily
communicate the beginning of a lesson plan to students. Having a Smartboard lesson
creates a form of media so that as a teacher, I can stop and still teach/communicate
everything necessary with students, while also interacting with the media and students so
that it is engaging. For this assignment, I did not download or purchase this yet, however
if I were to use it for a lesson, I would do all of this as well as test it beforehand to ensure
that it is high-quality. This specific form of multimedia can be differentiated for all
learners as it includes visual and verbal aspects as well as interactive portions. The pace
is determined by the teacher, so I am able to slow down or speed up when needed so that
all learners are comfortable and accommodated for.

SplashLearn Place Value Math Games:

This piece of multimedia gives an assortment of math games that students can choose
from to practice. This supports student learning and standards objectives by using an
interactive form of media to apply all the standards previously covered throughout the
lesson. I will test each individual game to ensure that it is high-quality and up to the
standards as well as applies to everything that had been taught that day. Since each
student is able to choose what game they would like, they will be able to pick the one that
makes the most sense for them as well as adjust the difficulty level. This will ensure that
all learners are comfortable with the material being given to them through these games
and activities.